Bilingual and Bicultural Current Policies

Bilingual and Bicultural

Current Policies and Practices: Educating Bilingual and Bicultural Students

Educators and educational institutions must work to adapt educational policies and practices to include collaborative and interactive procedures so bilingual and bicultural students receive the tools necessary to achieve throughout their life. Only through interaction and collaboration among students, teachers, parents and community members will bicultural and bilingual students develop an identity and realize their true potential in life. Schools that neglect to infuse the curriculums and educational environment with interactive and collaborative policies fail students and society at large.

For century's researchers and educators have debated the significance bilingualism and biculturalism have on student achievement in schools. Early studies suggested that bilingual and bicultural students were less able to realize significant cognitive development than monolingual students. Researchers have since however debunked these theories in favor of more comprehensive research that suggested bilingualism may have a positive effect on student achievement if addressed properly from an educational standpoint.

Unfortunately in modern society bilingual and bicultural students still face many challenges in the classroom. Most students' needs, despite a growing population of minority students, are not addressed adequately in the classroom. This is due largely to lack of acceptable cultural representation and understanding from teachers and educators and inadequate ESL and bilingual programs to address the unique challenges bicultural students face. Bilingual and bicultural students whose needs are not met in the classroom often fail to achieve their true potential, fail to develop into contributing members of society and fail to develop cognitively and linguistically in school.

For bilingual and bicultural students to realize significant cognitive and linguistic development in the classroom, learning policies and procedures must be designed in a manner that fosters collaboration between students, teachers, educators, community members and parents.

Educators must develop policies and curriculums that actively engage and embrace the cultural differences students share in a collaborative and culturally significant manner. Teachers also have an obligation to adopt multicultural learning methods in a traditional classroom setting, not simply in an ESL classroom. These ideas are explored and confirmed in greater detail below.

Understanding Bilingual Education and ESL

Bilingual and ESL educational programs vary from state to state and classroom to classroom within the U.S. In fact, part of student achievement or lack thereof may largely result from the variance in the quality of language programs available today. Early on Ovando, Collier & Combs (2003) note it is important to understand how most bilingual and ESL programs are structured to understand what policies and practices are necessary to improve them. The authors confirm are many different forms of ESL and bilingual programs in the U.S. Most basic forms according to Ovando, Collier & Combs include (1) "continued development of the students primary language," (2) "acquisition of the second language (English)," and (3) "instruction in content using both" (4).

Many programs often include "historical and cultural components associated with the languages used" because there is as Ovando, et. al, (2003) notes, an "inseparable connection between language and culture" (4). Instruction should be "tailored to meet individual students academic proficiency and educational background," as well as offer students opportunities to develop their native as well as second language (5). However many programs are "not well equipped to handle such diversity" and thus monolingual instruction becomes the emphasis, with an ESL language component (5).

Early studies that suggest that bilingualism may negatively impact a student's cognitive and linguistic capability did not take into consideration the lack of consistency within the ESL classroom. Most of these studies made sweeping assumptions that didn't consider the needs of bilingual students.

Cognitive and Linguistic Development In Bicultural Students

For bicultural and bilingual students to succeed in the classroom and realize significant achievement throughout their lives, it is necessary that classroom policies and curricula are developed that actively engage students in a collaborative, culturally significant and interactive manner. Multiple studies now confirm this assumption. Ovando and his peers are among a growing body of researchers and theorists that confirm that cognitive and linguistic development in bicultural students can only occur when culture is incorporated as part of the learning environment student's experience.

Teachers have an obligation to "build relationships with students that help them actively learn and collaborate in the classroom in a manner that fully embraces their cultural diversity and contributions" (Garcia, 2). These notions are supported clearly by Ovando (2003) in his work as well. Teachers are significant influencers in children's life early on. When teachers are willing to engage students, take an active interest in student learning and remove any preconceived notions or biases regarding student achievement, they are more likely to support cognitive and linguistic development. If they attempt to ignore culture and teach in a traditional manner students are less likely to achieve. Students likewise are more willing to build supportive and useful relationships with educators in an environment where they feel welcomed and encouraged to do so.

Ovando et. al, (2003) states that students with close connection to their cultural heritage, often referred to as "language minority students" continue to grow in a classroom setting and develop cognitively and linguistically (6). Students who are disconnected however with their historical and cultural heritage are more likely to feel confusion and isolation and less likely to succeed.

Teachers must recognize this need and help students embrace their cultural heritage. Part of this need stems from the growing representation of minority students in the classroom. In fact in recent years minority representation in U.S. society has exploded, with minority groups growing "faster than whites" (Ovando, et. al, 6). The percentage of students of color is expected to continue to rise, which will impact the shortage of "well prepared teachers" to handle the needs of bilingual and bicultural students (Ovando, et. al, 6).

Because of this it is vital that states acknowledge the responsibility they have to prepare classrooms and teachers to adequately address the needs of this unique community. These needs including helping students acknowledge the close connections to their bilingual and bicultural heritage as well as acclimating to the environment at large. Even though the majority of teachers that currently serve students represent a limited population, studies confirm that culturally diverse student populations will soon outnumber white teachers. Teachers thus have an obligation to recognize this trend and subsequently adopt practices that embrace a multicultural learning environment.

Ovando, et. al, (2003) portrays culture as an underpinning of learning and for teaching. He portrays cultures as something that is interactive, a product of one's past and present experiences and processes. Culture allows students to create, visualize and mold their present and future and is three dimensional in nature. Language acquisition according to Ovando, occurs within a prism with four distinct parts. These include linguistic, sociocultural, cognitive and academic processes (Ovando, 89).

In times of old researchers believed bilingualism was harmful for a students cognitive and linguistic development; many believed it "hampered children's development of intelligence" and even lead to "psychological confusion" (Takakuwa, 1). Early studies suggested that bilingual children scored lower on key measurements of verbal intelligence even though no difference existed with respect to nonverbal intelligence (Takakuwa, 2000).

Such studies show how bilingual students have been underserved for centuries. Most of these early studies did not involve adequate methodological controls. Today educators understand that most students who are bilingual and bicultural do have the ability to develop and even surpass their non-bilingual peers. Cognitive development is the result of multiple thought processes, and doesn't differ from child to child regardless of their linguistic ability if strategies are adopted that enable students to take advantage of their language skills in both languages (Takakuwa, 200). In fact, some studies suggest that bilingual students are more capable of developing cognitively than monolinguistic students. Most studies now affirm that bilingualism has a positive effect on a child's cognitive development (Takakuwa, 2000)

Structuring Bilingual and ESL Classrooms To Enable Student Achievement

Ovando et. al, (2003) suggest that curriculum within the classroom should be constructed in a manner that is culturally meaningful and collaborative. It must also facilitate interaction. Culture and language according to the author are a "formative human phenomena" (66). Linguistic students who are minority students are often like others, interested in learning more about the world they live in and understanding not only their native cultural identity but also the environment around them. Educators according to Ovando et. al, (2003) must teach in a manner that goes beyond superficiality so that teachers can ultimately connect with students in a way the breeds interaction and collaboration (64).

This means that teachers must not simply present material to students and expect that they understand the context in which material is available. Rather teachers must express an interest in learning about their student's backgrounds and heritage and understanding the context in which individual students interpret the information presented to them. Teachers must also embrace cultural differences and experiences and encourage other students to do the same.

Language and culture according to Ovando (2003) are "dynamic, creative and formative processes" that are "enchanting, powerful, magical, useful and personal" (87). In Chapter 4 of the work the authors suggest that teachers act as catalysts, engaging students and enabling them to achieve the best use for their multiple language skills. Ovando also describes how students actively create their own cultural identity (92). They are not simply passive learners. They do this by comparing information they are receiving in the classroom with their own experiences and forming their opinions and self-image based on their cultural background and experiences as well as the experiences they reap from the environment exposed to every day. This environment a product of classroom learning and experiences.

Cultural Conflict Students Face In Schools

Bilingual and bicultural students often face much cultural conflict and unique learning challenges when in school. In fact these very challenges and conflicts influence student cognitive acquisition and language acquisition because they inhibit students from achieving their highest potential. It is important that educators acknowledge the conflicts students face so that policies and procedures can be adopted that help eliminate these conflicts.

Ovando points out his own experiences early on in his work. He comments on how disturbing trends and politics in school made him feel "alienated and stigmatized" because he was forbidden to speak Spanish on school grounds (2). He also noted that many bilingual students fought about issues like interracial dating and that there was much pressure to learn English quickly. He asks legitimate questions like "why were there no teachers who looked like ma and who shared my culture and language" (2). Such problems may lead students to wonder why they would want to enjoy a classroom filled with indifference toward their culture, native history and success.

Educational policies have typically been "problematic for students of color, particularly bilingual students" in U.S. schools (Walsh, 1). This is due largely to educational inequities in urban school and funding issues (Walsh, 2). Other educators suggest that educational reform for bicultural and bilingual students fails to create "meaningful connections between schools, communities and parents" but has also failed to pay special attention to the educational needs of culturally diverse students (Walsh, 18). Adult members of the community according to some, must help promote more active involvement (Walsh, 1996; Lovett, 1981).

Some researchers have commented that neglect of a students home language and culture in the classroom are significant, as are inadequate teaching methodologies, lack of communication in the community and interpersonal barriers that isolates students and prevents them from developing English proficiency (Brisk, 1998). Many situational factors impact a bilingual students ability to perform well in school. These include "linguistic, cultural, economic, political and social influences" as well as how students are viewed by their Peers and their teachers (Brisk, 34).

Part of the problem bilingual students face in school is classmates and teacher ignorance regarding a bilingual students' native and historical background (Brisk, 40). Instructors have a tendency to make assumptions regarding a student's knowledge of a particular subject, and often assume that students have the historical and social background to comprehend all subjects even when their cultural and historical background may prevent them from doing so. Teachers can't assume that students' share the same background knowledge (such as knowledge about desegregation) if not all students share an American heritage (risk, 1998).

Part of the problem bilingual students also face is cultural difference that become more evident in a classroom setting. All cultures differ in their assumptions of correct ways to utilize language and engage in discourse (Brisk, 1998). In fact, the way anyone interacts and uses language tends to vary based on their culture (Brisk, 1998). Verbal and non-verbal cues also differ from student to student and culture to culture.

The manner in which adults and children interact are also different among various cultures (Conklin & Lourie, 1983). In most traditional U.S. classrooms for example, most teachers repeatedly ask questions of students to evaluate their achievement. This process may confuse bicultural students who grow up in a culture where adults only ask children questions when they don't know an answer themselves; students in this situation may not understand why a teacher would ask a question if they already had the answer causing a disruption in learning (Brisk, 1998; Heath, 1983). Text organization also varies among cultures.

While in the United States it is appropriate to start a business letter by directly addressing the subject at hand, in Latin American cultures it is necessary to begin a discourse with a salutation and personal greeting (Brisk, 1998). Lack of acknowledgement of this need may cause confusion in the classroom. Disciplinary traditions also vary from culture to culture. Teachers also present in a multicultural classroom with many biases that can impact their ability to interact well with students. Teacher biases may also affect a teacher's evaluation of a student's performance and subsequent quality of learning (Clayton, 1993; Brisk, 1998).

Freire (1994) emphasizes the importance of adequate learning in the classroom so that bilingual students can become knowledge workers that are capable of entering communities and providing opportunities to others through empowerment. He supports an educational theory entitled Critical Pedagogy whose focus is creating critical conscientiousness and thinking among individuals in the classroom through constructive dialogue, collective experiences and action. Students in this type of environment are better equipped to learn more about their own identity and culture and view themselves in relation to the world at large the people in it. The curriculum for students in this environment must be developed collaboratively by teachers and students, not by one or the other (Walsh, 1996). Shared experiences have the ability to transform not only students but also teachers.

Analysis

The current number of bilingual programs available in the United Students serve a very small percentage of the actual number of bilingual students in need (Brisk, 1998).More and more bilingual students are being enrolled in mainstream classes which may lead to success or failure. More often than not these programs lead to failure because bicultural students aren't supported in a manner that promotes individual learning, cognitive and linguistic development and personal achievement.